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Transcript
Broadhurst Primary School Overview of Spellings (Year 1-Year 6) Statutory new curriculum requirements, spelling lists from www.spellzoo.co.uk Spelling – work for year 1 Revision of reception work Statutory requirements The boundary between revision of work covered in Reception and the introduction of new work may vary according to the programme used, but basic revision should include: all letters of the alphabet and the sounds which they most commonly represent consonant digraphs which have been taught and the sounds which they represent vowel digraphs which have been taught and the sounds which they represent the process of segmenting spoken words into sounds before choosing graphemes to represent the sounds words with adjacent consonants guidance and rules which have been taught Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory) The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck The /f/, /l/, /s/, /z/ and /k/ sounds are usually spelt as ff, ll, ss, zz and ck if they come straight after a single vowel letter in short words. Exceptions: if, pal, us, bus, yes. off, well, miss, buzz, back The /ŋ/ sound spelt n before k bank, think, honk, sunk Division of words into syllables Each syllable is like a ‘beat’ in the spoken word. Words of more than one syllable often have an unstressed syllable in which the vowel sound is unclear. pocket, rabbit, carrot, thunder, sunset Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory) -tch The /tʃ/ sound is usually spelt as tch if it comes straight catch, fetch, kitchen, notch, hutch after a single vowel letter. Exceptions: rich, which, much, such. The /v/ sound at the end of words English words hardly ever end with the letter v, so if a word ends with a /v/ sound, the letter e usually needs to be added after the ‘v’. have, live, give Adding s and es to words (plural of nouns and the third person singular of verbs) If the ending sounds like /s/ or /z/, it is spelt as –s. If the cats, dogs, spends, rocks, thanks, catches Adding the endings – ing, –ed and –er to verbs where no change is needed to the root word –ing and –er always add an extra syllable to the word and –ed sometimes does. ending sounds like /ɪz/ and forms an extra syllable or ‘beat’ in the word, it is spelt as –es. hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper The past tense of some verbs may sound as if it ends in /ɪd/ (extra syllable), /d/ or /t/ (no extra syllable), but all these endings are spelt –ed. If the verb ends in two consonant letters (the same or different), the ending is simply added on. Adding –er and –est to adjectives where no change is needed to the root word As with verbs (see above), if the adjective ends in two consonant letters (the same or different), the ending is simply added on. grander, grandest, fresher, freshest, quicker, quickest Vowel digraphs and trigraphs Some may already be known, depending on the programmes used in Reception, but some will be new. Vowel digraphs and trigraphs Rules and guidance (non-statutory) Example words (non-statutory) ai, oi The digraphs ai and oi are virtually never used at the end of English words. rain, wait, train, paid, afraid oil, join, coin, point, soil ay, oy ay and oy are used for those sounds at the end of words and at the end of syllables. day, play, say, way, stay boy, toy, enjoy, annoy a–e made, came, same, take, safe e–e these, theme, complete i–e five, ride, like, time, side o–e home, those, woke, hope, hole u–e Both the /u:/ and /ju:/ (‘oo’ and ‘yoo’) sounds can be spelt as u–e. June, rule, rude, use, tube, tune ar car, start, park, arm, garden ee see, tree, green, meet, week ea (/i:/) sea, dream, meat, each, read (present tense) ea (/ɛ/) head, bread, meant, instead, read (past tense) er (/ɜ:/) (stressed sound): her, term, verb, person er (/ə/) (unstressed schwa sound): better, under, summer, winter, sister ir girl, bird, shirt, first, third turn, hurt, church, burst, Thursday ur Vowel digraphs and trigraphs oo (/u:/) Rules and guidance (non-statutory) Example words (non-statutory) Very few words end with the letters oo, although the few that do are often words that primary children in year 1 will encounter, for example, zoo food, pool, moon, zoo, soon book, took, foot, wood, good oo (/ʊ/) oa The digraph oa is very rare at the end of an English word. oe ou ow (/aʊ/) ow (/əʊ/) boat, coat, road, coach, goal toe, goes The only common English word ending in ou is you. out, about, mouth, around, sound Both the /u:/ and /ju:/ (‘oo’ and ‘yoo’) sounds can be spelt as u–e, ue and ew. If words end in the /oo/ sound, ue and ew are more common spellings than oo. now, how, brown, down, town own, blow, snow, grow, show blue, clue, true, rescue, Tuesday new, few, grew, flew, drew, threw ue ew ie (/aɪ/) lie, tie, pie, cried, tried, dried ie (/i:/) chief, field, thief igh high, night, light, bright, right or for, short, born, horse, morning ore more, score, before, wore, shore aw saw, draw, yawn, crawl au author, August, dinosaur, astronaut air air, fair, pair, hair, chair Vowel digraphs and trigraphs ear ear (/ɛə/) are (/ɛə/) Rules and guidance (non-statutory) Example words (non-statutory) dear, hear, beard, near, year bear, pear, wear Bare, dare, care, share, scared Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory) very, happy, funny, party, family Words ending –y (/i:/ or /ɪ/) New consonant spellings ph and wh The /f/ sound is not usually spelt as ph in short everyday words (e.g. fat, fill, fun). dolphin, alphabet, phonics, elephant when, where, which, wheel, while Using k for the /k/ sound The /k/ sound is spelt as k rather than as c before e, i and y. Kent, sketch, kit, skin, frisky Adding the prefix – un The prefix un– is added to the beginning of a word without any change to the spelling of the root word. unhappy, undo, unload, unfair, unlock Compound words Compound words are two words joined together. Each part of the longer word is spelt as it would be if it were on its own. football, playground, farmyard, bedroom, blackberry Common exception words Pupils’ attention should be drawn to the graphemephoneme correspondences that do and do not fit in with what has been taught so far. the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our – and/or others, according to the programme used Term 1 Set 1: CVC words Set 2: CVC and CCVC words Set 3: CVC, CCVC and CCVCC words Set 4: Words containing 'ch', 'sh', 'th' and 'wh' Set 5: Words ending in 'll', 'ss', 'ff', 'zz' and 'ck' Set 6: Words ending in 'nk' and words of two syllables Set 7: Words ending in 'tch' and 've' Set 8: Words ending in 's' and ‘es' Set 9: Words with short vowel sounds ending in 'er' and 'est' Set 10: Words with long vowel sounds ending in 'er' and 'est' Set 11: Words containing 'ai' and 'oi' Set 12: Words containing 'ay' and 'oy' Term 2 Set 1: Words with ‘a-e’ Set 2: Words with ‘e-e’ and ‘i-e’ Set 3: Words with ‘o-e’ and ‘u-e’ Set 4: Words with ‘ar’ and ‘ee’ Set 5: Words with ‘ea’ Set 6: Words with ‘er’ Set 7: Words with ‘ir’ and ‘ur’ Set 8: Words with ‘oo’ as in spoon Set 9: Words with ‘oo’ as in bull Set 10: Words with ‘oe’ and ‘oa’ Set 11: Words with ‘ou’ Set 12: Words with ‘ow’ Term 3 Set 1: Words with ‘ue’ and ‘ew’ Set 2: Words with 'ie' as /ee/ and /ie/ Set 3: Words with 'igh' as /ie/ Set 4: Words with 'or' and 'ore' Set 5: Words with 'aw' and 'au' Set 6: Words with 'air' and 'ear' Set 7: Words with 'are' and 'ear' as /air/ Set 8: Words ending in 'y' Set 9: Words with 'ph' as /f/ and 'wh' Set 10: Words with 'k' before 'e', 'i' and 'y' Set 11: Prefix 'un' to make opposite Set 12: Compound words Spelling – work for year 2 Revision of work from year 1 As words with new GPCs are introduced, many previously-taught GPCs can be revised at the same time as these words will usually contain them. New work for year 2 Statutory requirements Rules and guidance (non-statutory) The /dʒ/ sound spelt as ge The letter j is never used for the /dʒ/ sound at the and dge at the end of words, end of English words. and sometimes spelt as g At the end of a word, the /dʒ/ sound is spelt –dge elsewhere in words before e, i straight after the /æ/, /ɛ/, /ɪ/, /ɒ/, /ʌ/ and /ʊ/ sounds and y (sometimes called ‘short’ vowels). After all other sounds, whether vowels or Example words (non-statutory) badge, edge, bridge, dodge, fudge age, huge, change, charge, bulge, village consonants, the /dʒ/ sound is spelt as –ge at the end of a word. gem, giant, magic, giraffe, energy In other positions in words, the /dʒ/ sound is often jacket, jar, jog, join, adjust (but not always) spelt as g before e, i, and y. The /dʒ/ sound is always spelt as j before a, o and u. The /s/ sound spelt c before e, i and y race, ice, cell, city, fancy The ‘k’ and ‘g’ at the beginning of these words was sounded hundreds of years ago. knock, know, knee, gnat, gnaw This spelling probably also reflects an old pronunciation. write, written, wrote, wrong, wrap The –le spelling is the most common spelling for this sound at the end of words. table, apple, bottle, little, middle Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory) The /l/ or /əl/ sound spelt –el at the end of words The –el spelling is much less common than –le. camel, tunnel, squirrel, travel, towel, tinsel The /l/ or /əl/ sound spelt –al at the end of words Not many nouns end in –al, but many adjectives do. metal, pedal, capital, hospital, animal Words ending –il There are not many of these words. pencil, fossil, nostril The /aɪ/ sound spelt –y at the This is by far the most common spelling for this sound at the end of words. cry, fly, dry, try, reply, July Adding –es to nouns and verbs ending in –y The y is changed to i before –es is added. flies, tries, replies, copies, babies, carries Adding –ed, –ing, –er and – est to a root word ending in –y with a consonant before it The y is changed to i before –ed, –er and –est are added, but not before –ing as this would result in ii. The only ordinary words with ii are skiing and taxiing. copied, copier, happier, happiest, cried, replied Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant The –e at the end of the root word is dropped before –ing, –ed, –er, –est, –y or any other suffix beginning with a vowel hiking, hiked, hiker, nicer, nicest, shiny The /n/ sound spelt kn and (less often) gn at the beginning of words The /r/ sound spelt wr at the beginning of words The /l/ or /əl/ sound spelt –le at the end of words The –el spelling is used after m, n, r, s, v, w and more often than not after s. end of words …but copying, crying, replying Statutory requirements before it Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter Rules and guidance (non-statutory) letter is added. Exception: being. The last consonant letter of the root word is doubled to keep the /æ/, /ɛ/, /ɪ/, /ɒ/ and /ʌ/ sound (i.e. to keep Example words (non-statutory) patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runny the vowel ‘short’). Exception: The letter ‘x’ is never doubled: mixing, mixed, boxer, sixes. The /ɔ:/ sound spelt a before l and ll The /ɔ:/ sound (‘or’) is usually spelt as a before l and ll. all, ball, call, walk, talk, always other, mother, brother, nothing, Monday The /ʌ/ sound spelt o Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory) The /i:/ sound spelt –ey The plural of these words is formed by the addition of –s (donkeys, monkeys, etc.). key, donkey, monkey, chimney, valley The /ɒ/ sound spelt a after w a is the most common spelling for the /ɒ/ (‘hot’) want, watch, wander, quantity, squash and qu sound after w and qu. The /ɜ:/ sound spelt or after w There are not many of these words. word, work, worm, world, worth There are not many of these words. war, warm, towards The /ɔ:/ sound spelt ar after w television, treasure, usual The /ʒ/ sound spelt s The suffixes –ment, –ness, –ful , –less and –ly If a suffix starts with a consonant letter, it is added straight on to most root words without any change to the last letter of those words. Exceptions: enjoyment, sadness, careful, playful, hopeless, plainness (plain + ness), badly (1) argument merriment, happiness, plentiful, penniless, happily (2) root words ending in –y with a consonant before it but only if the root word has more than one syllable. Contractions In contractions, the apostrophe shows where a letter or letters would be if the words were written in full (e.g. can’t – cannot). can’t, didn’t, hasn’t, couldn’t, it’s, I’ll It’s means it is (e.g. It’s raining) or sometimes it has (e.g. It’s been raining), but it’s is never used for the possessive. The possessive apostrophe (singular nouns) Megan’s, Ravi’s, the girl’s, the child’s, the man’s Words ending in –tion station, fiction, motion, national, section Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory) Homophones and nearhomophones It is important to know the difference in meaning between homophones. there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight Common exception words Some words are exceptions in some accents but not in others – e.g. past, last, fast, path and bath are not exceptions in accents where the a in these words is pronounced /æ/, as in cat. door, floor, poor, because, find, kind, mind, behind, child, children*, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas – and/or others according to programme used. Note: ‘children’ is not an exception to what has been taught so far but is included because of its relationship with ‘child’. Great, break and steak are the only common words where the /eɪ/ sound is spelt ea. Term 1 Set 1: Words ending in ‘dge’ Set 2: Words ending in ‘ge' Set 3: Words containing 'g' as /j/ Set 4: Words containing 'c' as /s/ Set 5: Words with 'kn' and 'gn' as /n/ Set 6: Words with 'wr' as /r/ Set 7: Words ending in 'le' as /l/ Set 8: Words ending in 'el' as /l/ Set 9: Words ending in 'al' as /l/ Set 10: Words ending in 'il' as /l/ Set 11: Words ending in 'y' as /ie/ Set 12: Words ending in 'y' when making plurals Term 2 Set 1: Adding ‘endings’ to words ending in consonant and ‘y’ Set 2: Adding ‘ing’, ‘er’, ‘est’ and ‘y’ to words ending in ‘e’ Set 3: Adding ‘ing’, ‘er’, ‘est’ and ‘y’ to words with a short vowel sound Set 4: Words with 'a' as /or/ Set 5: Words with 'o' as /u/ Set 6: Words with 'ey' as /ee/ Set 7: Words with 'wa' and ‘qua’ as /o/ and 'wo' as /er/ Set 8: Words with 's' as /zh/ Set 9: Words ending ‘ful’, ‘ment’, ‘ness’ and ‘less’ Set 10: Contractions Set 11: No spelling list for possessive apostrophe Set 12: Revision Term 3 Set 1: Homophones 1 Set 2: Homophones 2 Set 3: Homophones 3 Set 4: Homophones 4 Set 5: Homophones 5 Set 6: Words with 'oo' as /ore/ and words with /i/ Set 7: Words with /o/ Set 8: Words with ‘ea’ as /ay/ and ‘a’ as /ar/ or /a/ (dialect) Set 9: Odd words Set 10: Useful words Set 11: Revision - homophones Set 12: Revision Spelling – work for years 3 and 4 Revision of work from years 1 and 2 Pay special attention to the rules for adding suffixes. New work for years 3/4 and 4 Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory) Adding suffixes beginning with vowel letters to words of more than one syllable If the last syllable of a word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added. The consonant letter is not doubled if the syllable is unstressed. forgetting, forgotten, beginning, beginner, prefer, preferred These words should be learnt as needed. myth, gym, Egypt, pyramid, mystery These words should be learnt as needed. young, touch, double, trouble, country The /ɪ/ sound spelt y gardening, gardener, limiting, limited, limitation elsewhere than at the end of words The /ʌ/ sound spelt ou More prefixes Most prefixes are added to the beginning of root words without any changes in spelling, but see in– below. Like un–, the prefixes dis– and mis– have negative meanings. dis–: disappoint, disagree, disobey The prefix in– can mean both ‘not’ and ‘in’/‘into’. In the words given here it means ‘not’. in–: inactive, incorrect Rules and guidance (non-statutory) Example words (non-statutory) Before a root word starting with l, in– becomes il. illegal, illegible Before a root word starting with m or p, in– becomes im–. immature, immortal, impossible, impatient, imperfect Before a root word starting with r, in– becomes ir–. irregular, irrelevant, irresponsible re– means ‘again’ or ‘back’. re–: redo, refresh, return, reappear, redecorate sub– means ‘under’. sub–: subdivide, subheading, submarine, submerge inter– means ‘between’ or ‘among’. inter–: interact, intercity, international, interrelated (inter + related) super– means ‘above’. super–: supermarket, superman, superstar anti– means ‘against’. anti–: antiseptic, anti-clockwise, antisocial auto– means ‘self’ or ‘own’. auto–: autobiography, autograph The suffix –ation The suffix –ation is added to verbs to form nouns. The rules already learnt still apply. information, adoration, sensation, preparation, admiration The suffix –ly The suffix –ly is added to an adjective to form an adverb. The rules already learnt still apply. sadly, completely, usually (usual + ly), finally (final + ly), comically (comical + ly) Statutory requirements The suffix –ly starts with a consonant letter, so it is added straight on to most root words. mis–: misbehave, mislead, misspell (mis + spell) Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory) Exceptions: happily, angrily (1) If the root word ends in –y with a consonant letter before it, the y is changed to i, but only if the root word has more than one syllable. (2) If the root word ends with –le, the –le is changed to –ly. gently, simply, humbly, nobly (3/4) If the root word ends with –ic, –ally is added rather than just –ly, except in the word publicly. basically, frantically, dramatically (4) The words truly, duly, wholly. Words with endings sounding The ending sounding like /ʒə/ is always spelt –sure. like /ʒə/ or /tʃə/ The ending sounding like /tʃə/ is often spelt –ture, but measure, treasure, pleasure, enclosure creature, furniture, picture, nature, adventure check that the word is not a root word ending in (t)ch with an er ending – e.g. teacher, catcher, richer, stretcher. Endings which sound like If the ending sounds like /ʒən/, it is spelt as –sion. division, invasion, confusion, decision, collision, television Sometimes the root word is obvious and the usual rules apply for adding suffixes beginning with vowel letters. poisonous, dangerous, mountainous, famous, various Sometimes there is no obvious root word. humorous, glamorous, vigorous /ʒən/ The suffix –ous tremendous, enormous, jealous –our is changed to –or before –ous is added. courageous, outrageous A final ‘e’ of the root word must be kept if the /dʒ/ sound of ‘g’ is to be kept. If there is an /i:/ sound before the –ous ending, it is usually spelt as i, but a few words have e. serious, obvious, curious hideous, spontaneous, courteous Statutory requirements Endings which sound like /ʃən/, spelt –tion, –sion, – ssion, –cian Rules and guidance (non-statutory) Strictly speaking, the suffixes are –ion and –ian. Clues about whether to put t, s, ss or c before these suffixes often come from the last letter or letters of the root word. –tion is the most common spelling. It is used if the root word ends in t or te. –ssion is used if the root word ends in ss or –mit. –sion is used if the root word ends in d or se. Exceptions: attend – attention, intend – intention. –cian is used if the root word ends in c or cs. Example words (non-statutory) invention, injection, action, hesitation, completion expression, discussion, confession, permission, admission expansion, extension, comprehension, tension musician, electrician, magician, politician, mathematician Words with the /k/ sound spelt ch (Greek in origin) scheme, chorus, chemist, echo, character chef, chalet, machine, brochure Words with the /ʃ/ sound spelt ch (mostly French in origin) Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) Words with the /s/ sound spelt sc (Latin in origin) league, tongue, antique, unique In the Latin words from which these words come, the Romans probably pronounced the c and the k as two sounds rather than one – /s/ /k/. science, scene, discipline, fascinate, crescent vein, weigh, eight, neighbour, they, obey Words with the /eɪ/ sound spelt ei, eigh, or ey Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory) Possessive apostrophe with plural words The apostrophe is placed after the plural form of the word; –s is not added if the plural already ends in –s, but is added if the plural does not end in –s (i.e. is an irregular plural – e.g. children’s). girls’, boys’, babies’, children’s, men’s, mice’s (Note: singular proper nouns ending in an s use the ’s suffix e.g. Cyprus’s population) Homophones and nearhomophones accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he’ll, knot/not, mail/male, main/mane, meat/meet, medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign, scene/seen, weather/whether, whose/who’s Word list – years 3 and 4 accident(ally) mention actual(ly) minute address natural answer naughty appear notice arrive occasion(ally) believe often bicycle opposite breath ordinary breathe particular build peculiar busy/business perhaps calendar popular caught position centre possess(ion) century possible certain potatoes circle pressure complete probably consider promise continue purpose decide quarter describe question different recent difficult regular disappear reign early remember earth sentence eight/eighth separate enough special exercise straight experience strange experiment strength extreme suppose famous surprise favourite therefore February though/although forward(s) thought fruit through grammar various group weight guard woman/women guide heard heart height history imagine increase important interest island knowledge learn length library material medicine Notes and guidance (non-statutory) Teachers should continue to emphasise to pupils the relationships between sounds and letters, even when the relationships are unusual. Once root words are learnt in this way, longer words can be spelt correctly, if the rules and guidance for adding prefixes and suffixes are also known. Examples: business: once busy is learnt, with due attention to the unusual spelling of the /i/ sound as ‘u’, business can then be spelt as busy + ness, with the y of busy changed to i according to the rule. disappear: the root word appear contains sounds which can be spelt in more than one way so it needs to be learnt, but the prefix dis– is then simply added to appear. Understanding the relationships between words can also help with spelling. Examples: bicycle is cycle (from the Greek for wheel) with bi– (meaning ‘two’) before it. medicine is related to medical so the /s/ sound is spelt as c. opposite is related to oppose, so the schwa sound in opposite is spelt as o. Term 1 Set 1: Words with ‘ph’ and ‘wh’ Set 2: Plurals of words ending in ‘y’ (change ‘y’ to ‘i’ and add ‘es’) Set 3: Adding ‘ing’, ‘er’, ‘est’ and ‘y’ to words ending in ‘e’ Set 4: Recommended Words List 1 Set 5: Recommended Words List 2 Set 6: Recommended Words List 3 Set 7: Adding vowel suffixes to words with more than one syllable Set 8: Adding vowel suffixes for words with more than one syllable with unstressed vowels Set 9: Words with ‘y’ as /i/ Set 10: Revision Term 2 Set 1: Words with ‘ou’ as /u/ Set 2: Prefixes ‘dis’, ‘in’ and ‘mis’ Set 3: Prefixes ‘ir’ , ‘il’ and ‘im’ Set 4: Prefixes ‘re’ and ‘sub’ Set 5: Prefixes ‘super’ and ‘inter’ Set 6: Prefix ‘auto' Set 7: Prefix ‘anti’ Set 8: Words ending in ‘ation’ Set 9: Words ending in ‘etion’, ‘ition’, ‘otion’ and ‘ution’ Set 10: Revision Term 3 Set 1: Words ending in 'ly' Set 2: Words ending in 'sure' and 'ture' Set 3: Words ending in 'sion' as /zhun/ Set 4: Words ending in 'ous' 1 Set 5: Words ending in 'ous' 2 Set 6: Words ending in 'tion' and ‘cian’ Set 7: Words ending in ‘ssion’ as /shun/ Set 8: Words ending in ‘ssion’ and ‘sion’ as /shun/ Set 9: Words containing ‘ch’ as /k/ Set 10: Revision Year 4 Term 1 Set 1: Homophone revision Set 2: Revision from previous years 1 Set 3: Revision from previous years 2 Set 4: Revision from previous years 3 Set 5: Words containing ‘ch’ as /sh/ Set 6: Words ending in ‘gue’ and ‘que’ Set 7: Words with ‘sc’ as /s/ Set 8: Words with ‘ei’, ‘eigh’ and ‘ey’ as /ay/ Set 9: Possessive apostrophes Set 10: Revision Term 2 Set 1: Homophones 1 Set 2: Prefixes ‘mis’, ‘in’ and ‘dis’ Set 3: Prefixes ‘im’, ‘il’ and ‘ir’ Set 4: Homophones 2 Set 5: Recommended Words list 1 Set 6: Recommended Words list 2 Set 7: Recommended Words list 3 Set 8: Recommended Words list 4 Set 9: Recommended Words list 5 Set 10: Revision 2 Term 3 Set 1: Recommended Words list 6 Set 2: Recommended Words list 7 Set 3: Words containing ‘sion’ as /zhun/ Set 4: Words ending in ‘ous’ Set 5: Words ending in ‘ation’ Set 6: Words ending in ‘tion’ Set 7: Words ending with ‘ssion’ as /shun/ Set 8: Words ending with ‘ssion’ and ‘sion’ as /shun/ Set 9: Homophones 3 Set 10: Homophones 4 Spelling – years 5 and 6 Revise work done in previous years New work for years 5 and 6 Statutory requirements Endings which sound Rules and guidance (non-statutory) Example words (non-statutory) Not many common words end like this. vicious, precious, conscious, delicious, malicious, suspicious like /ʃəs/ spelt –cious If the root word ends in –ce, the /ʃ/ sound is usually spelt or –tious as c – e.g. vice – vicious, grace – gracious, space – ambitious, cautious, fictitious, infectious, nutritious spacious, malice – malicious. Exception: anxious. official, special, artificial, partial, confidential, essential like /ʃəl/ –cial is common after a vowel letter and –tial after a consonant letter, but there are some exceptions. Exceptions: initial, financial, commercial, provincial (the spelling of the last three is clearly related to finance, commerce and province). Words ending in –ant, Use –ant and –ance/–ancy if there is a related word with observant, observance, (observation), expectant –ance/–ancy, a /æ/ or /eɪ/ sound in the right position; –ation endings are (expectation), hesitant, hesitancy (hesitation), –ent, often a clue. tolerant, tolerance (toleration), substance Endings which sound –ence/–ency (substantial) innocent, innocence, decent, decency, frequent, frequency, confident, confidence (confidential) Use –ent and –ence/–ency after soft c (/s/ sound), soft g (/dʒ/ sound) and qu, or if there is a related word with a assistant, assistance, obedient, obedience, independent, independence clear /ɛ/ sound in the right position. There are many words, however, where the above guidance does not help. These words just have to be learnt. Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory) Words ending in –able and –ible The –able/–ably endings are far more common than the – ible/–ibly endings. adorable/adorably (adoration), Words ending in –ably and –ibly As with –ant and –ance/–ancy, the –able ending is used if there is a related word ending in –ation. changeable, noticeable, forcible, legible If the –able ending is added to a word ending in –ce or – ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before it, even if there is no related word ending in –ation. The first five examples opposite are obvious; in reliable, the complete word rely is heard, but the y changes to i in accordance with the rule. The –ible ending is common if a complete root word can’t be heard before it but it also sometimes occurs when a complete word can be heard (e.g. sensible). Adding suffixes beginning with vowel letters to words ending in –fer applicable/applicably (application), considerable/considerably (consideration), tolerable/tolerably (toleration) The r is doubled if the –fer is still stressed when the ending is added. dependable, comfortable, understandable, reasonable, enjoyable, reliable possible/possibly, horrible/horribly, terrible/terribly, visible/visibly, incredible/incredibly, sensible/sensibly referring, referred, referral, preferring, preferred, transferring, transferred reference, referee, preference, transference The r is not doubled if the –fer is no longer stressed. Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory) Use of the hyphen Hyphens can be used to join a prefix to a root word, especially if the prefix ends in a vowel letter and the root word also begins with one. co-ordinate, re-enter, co-operate, co-own Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory) Words with the /i:/ sound spelt ei after c The ‘i before e except after c’ rule applies to words where the sound spelt by ei is /i:/. deceive, conceive, receive, perceive, ceiling Exceptions: protein, caffeine, seize (and either and neither if pronounced with an initial /i:/ sound). Words containing the letter-string ough ough is one of the trickiest spellings in English – it can be used to spell a number of different sounds. ought, bought, thought, nought, brought, fought rough, tough, enough cough though, although, dough through thorough, borough plough, bough Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) Some letters which are no longer sounded used to be sounded hundreds of years ago: e.g. in knight, there was a /k/ sound before the /n/, and the gh used to represent the sound that ‘ch’ now represents in the Scottish word loch. doubt, island, lamb, solemn, thistle, knight Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory) Homophones and other words that are often confused In the pairs of words opposite, nouns end –ce and verbs end –se. Advice and advise provide a useful clue as the word advise (verb) is pronounced with a /z/ sound – which could not be spelt c. advice/advise device/devise licence/license practice/practise More examples: aisle: a gangway between seats (in a church, train, plane). isle: an island. aloud: out loud. allowed: permitted. affect: usually a verb (e.g. The weather may affect our plans). effect: usually a noun (e.g. It may have an effect on our plans). If a verb, it means ‘bring about’ (e.g. He will effect changes in the running of the business). altar: a table-like piece of furniture in a church. alter: to change. ascent: the act of ascending (going up). assent: to agree/agreement (verb and noun). bridal: to do with a bride at a wedding. bridle: reins etc. for controlling a horse. cereal: made from grain (e.g. breakfast cereal). serial: adjective from the noun series – a succession of things one after the other. compliment: to make nice remarks about someone (verb) or the remark that is made (noun). complement: related to the word complete – to make something complete or more complete (e.g. her scarf complemented her outfit). prophecy/prophesy farther: further father: a male parent guessed: past tense of the verb guess guest: visitor heard: past tense of the verb hear herd: a group of animals led: past tense of the verb lead lead: present tense of that verb, or else the metal which is very heavy (as heavy as lead) morning: before noon mourning: grieving for someone who has died past: noun or adjective referring to a previous time (e.g. In the past) or preposition or adverb showing place (e.g. he walked past me) passed: past tense of the verb ‘pass’ (e.g. I passed him in the road) precede: go in front of or before proceed: go on Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory) Homophones and other words that are often confused (continued) descent: the act of descending (going down). dissent: to disagree/disagreement (verb and noun). principal: adjective – most important (e.g. principal ballerina) noun – important person (e.g. principal of a college) principle: basic truth or belief desert: as a noun – a barren place (stress on first syllable); as a verb – to abandon (stress on second syllable) dessert: (stress on second syllable) a sweet course after the main course of a meal. draft: noun – a first attempt at writing something; verb – to make the first attempt; also, to draw in someone (e.g. to draft in extra help) draught: a current of air. profit: money that is made in selling things prophet: someone who foretells the future stationary: not moving stationery: paper, envelopes etc. steal: take something that does not belong to you steel: metal wary: cautious weary: tired who’s: contraction of who is or who has whose: belonging to someone (e.g. Whose jacket is that?) Word list – years 5 and 6 accommodate lightning accompany marvellous according mischievous achieve muscle aggressive necessary amateur neighbour ancient nuisance apparent occupy appreciate occur attached opportunity available parliament average persuade awkward physical bargain prejudice bruise category cemetery committee communicate community competition conscience* conscious* controversy convenience correspond criticise (critic + ise) curiosity definite desperate determined develop dictionary disastrous embarrass environment equip (–ped, –ment) especially exaggerate excellent existence explanation familiar foreign forty frequently government guarantee harass hindrance identity immediate(ly) individual interfere interrupt language leisure Notes and guidance (non-statutory) Teachers should continue to emphasis to pupils the relationships between sounds and letters, even when the relationships are unusual. Once root words are learnt in this way, longer words can be spelt correctly if the rules and guidance for adding prefixes and suffixes are also known. Many of the words in the list above can be used for practice in adding suffixes. Understanding the history of words and relationships between them can also help with spelling. Examples: Conscience and conscious are related to science: conscience is simply science with the prefix con- added. These words come from the Latin word scio meaning I know. The word desperate, meaning ‘without hope’, is often pronounced in English as desp’rate, but the –sper- part comes from the Latin spero, meaning ‘I hope’, in which the e was clearly sounded. Familiar is related to family, so the /ə/ sound in the first syllable of familiar is spelt as a. Term 1 Set 1: Words ending in ‘cious’ Set 2: Words ending in ‘tious’ Set 3: Words ending in ‘cial’ Set 4: Words ending in ‘tial’ Set 5: Words ending in ‘ant’ and ‘ance’ Set 6: Words ending in ‘ent’ and ‘ence’ Set 7: Words ending in ‘ance’ and ‘ence’ Set 8: Words ending in ‘able’ Set 9: Words ending in ‘ceable’ Set 10: Revision Term 2 Set 1: Words ending in ‘able’ Set 2: Words ending in ‘cible’ and ‘gible’ Set 3: Words ending in ‘geable’ Set 4: Words ending in ‘fer’ with a suffix Set 5: Words with a hyphen Set 6: Words with ‘cei’ Set 7: Words with ‘ough’ Set 8: Words with silent letters Set 9: Homophones 1 Set 10:Homophones 2 Term 3 Set 1: Homophones ending in 'ce' (nouns) and 'se' (verbs) Set 2: Homophones 2 Set 3: Homophones 3 Set 4: Homophones 4 Set 5: Homophones 5 Set 6: Homophones 6 Set 7: Recommended words 1 Set 8: Recommended words 2 Set 9: Recommended words 3 Set 10: Revision Year 6 Term 1 Set 1: Revision from previous years 1 Set 2: Revision from previous years 2 Set 3: Words ending in ‘cious’ Set 4: Words ending in ‘tious’ Set 5: Recommended words 1 Set 6: Words ending in ‘tial’ Set 7: Homophones 1 Set 8: Words ending in ‘able’ 1 Set 9: Words ending in ‘able’ 2 Set 10: Revision Term 2 Set 1: Homophones 2 Set 2: Recommended words 2 Set 3: Homophones 3 Set 4: Adding ‘ed’ as /d/ to words with double ‘g’, ‘m’, ‘n’ and ‘b’ Set 5: Adding ‘ed’ as /d/ to words ending in ‘er’ Set 6: Adding ‘ed’ as /t/ to words with double ‘p’ Set 7: Adding ‘ed’ as /t/ to words ending in ‘sh’ Set 8: Adding ‘ed’ as /ed/ to words with double ‘d’ and ‘t’ Set 9: Adding ‘ed’ as /ed/ to words ending in ‘art’, ‘irt’, ‘ort’ and ‘urt’ Set 10: Revision Term 3 Set 1: Recommended words 3 Set 2: Unstressed vowels 1 Set 3: Homophones 4 Set 4: Unstressed vowels 2 Set 5: Words ending in ‘y’ change to ‘ies’ and ‘ied’ Set 6: Recommended words 4 Set 7: Recommended words 5 Set 8: Recommended words 6 Set 9: Recommended words 7 10: Revision Year 7 Term 1 Sets 1- 10: Tricky words to spell Term 2 Set 1: Phoneme /ai/ Set 2: Phoneme /ee/ Set 3: Phoneme /ie/ Set 4: Phoneme /oe/ Set 5: Phoneme /ue/ Set 6: Unstressed vowels 1 Set 7: Unstressed vowels 2 Set 8: Doubling consonants Set 9: Words containing soft 'c' Set 10:Plurals Term 3 Set 1: plurals of words ending in ‘y’ Set 2: plurals of words ending in ‘fe’ or ‘f’ Set 3: plurals of words ending in ‘a’, ‘i’ ‘u’ or ‘o’ Set 4: odd plurals Set 5: word endings ‘ic’ and ‘ary’ Set 6: word endings ‘ist’ and ‘ive’ Set 7: word endings ‘ly’, ‘ful’ and ‘less’ Set 8: endings for words ending in ‘y’ Set 9: modifying ‘e’ Set 10: word endings ‘able’ and ‘ible’